Interfaith Dialogue in Schools: A Framework for Promoting Religious Tolerance among Students
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| Title: | Interfaith Dialogue in Schools: A Framework for Promoting Religious Tolerance among Students |
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| Language: | English |
| Authors: | Triyanto (ORCID |
| Source: | International Society for Technology, Education, and Science. 2025. |
| Availability: | International Society for Technology, Education, and Science. 944 Maysey Drive, San Antonio, TX 78227. Tel: 515-294-1075; Fax: 515-294-1003; email: istesoffice@gmail.com; Web site: http://www.istes.org |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| Publication Date: | 2025 |
| Document Type: | Speeches/Meeting Papers Reports - Research |
| Education Level: | High Schools Secondary Education |
| Descriptors: | Religion, Religious Factors, Intergroup Relations, Dialogs (Language), High School Students, High School Teachers, Principals, Leaders, Foreign Countries, Educational Environment, Administrator Attitudes, Student Attitudes, Teacher Attitudes, Attitudes |
| Geographic Terms: | Indonesia |
| Abstract: | This study aims to (1) analyze the implementation of interfaith dialogue in schools as an effort to promote religious tolerance among students and (2) develop a comprehensive and applicable framework for interfaith dialogue within the context of formal education. This is a qualitative study. A total of 50 participants were involved, consisting of 30 students, 10 teachers, five high school principals, and five religious leaders. The city of Surakarta was selected as the research site due to its religious diversity. Data were collected through in-depth interviews with educators, focus group discussions with religious leaders and students, and participatory observation of interreligious interactions in schools. The findings indicate that the implementation of interfaith dialogue in schools is carried out through interreligious collaboration in the form of joint social projects, inclusive celebrations of religious holidays, and interfaith discussion forums. The holistic framework for interfaith dialogue includes (i) participatory student learning; (ii) neutral and competent facilitators, with the use of collaborative methods such as role-play and interfaith dialogue; (iii) the development of context-based dialogue modules grounded in socio-cultural realities; (iv) a continuous evaluation mechanism encompassing cognitive, affective, and psychomotor aspects; and (v) a partnership model among schools, families, and interfaith communities that can be implemented in schools as a model to promote religious understanding and tolerance. This study is expected to provide a valuable contribution to the development of educational strategies that foster religious tolerance and intercultural understanding in schools. [For the complete proceedings, see ED678959.] |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | ED678971 |
| Database: | ERIC |
| Abstract: | This study aims to (1) analyze the implementation of interfaith dialogue in schools as an effort to promote religious tolerance among students and (2) develop a comprehensive and applicable framework for interfaith dialogue within the context of formal education. This is a qualitative study. A total of 50 participants were involved, consisting of 30 students, 10 teachers, five high school principals, and five religious leaders. The city of Surakarta was selected as the research site due to its religious diversity. Data were collected through in-depth interviews with educators, focus group discussions with religious leaders and students, and participatory observation of interreligious interactions in schools. The findings indicate that the implementation of interfaith dialogue in schools is carried out through interreligious collaboration in the form of joint social projects, inclusive celebrations of religious holidays, and interfaith discussion forums. The holistic framework for interfaith dialogue includes (i) participatory student learning; (ii) neutral and competent facilitators, with the use of collaborative methods such as role-play and interfaith dialogue; (iii) the development of context-based dialogue modules grounded in socio-cultural realities; (iv) a continuous evaluation mechanism encompassing cognitive, affective, and psychomotor aspects; and (v) a partnership model among schools, families, and interfaith communities that can be implemented in schools as a model to promote religious understanding and tolerance. This study is expected to provide a valuable contribution to the development of educational strategies that foster religious tolerance and intercultural understanding in schools. [For the complete proceedings, see ED678959.] |
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